The Office of Accessibility Services (OAS) may request disability documentation from a licensed or certified professional when a student is requesting accommodations. Such documentation can be used to establish the existence of a disability, describe functional limitations, and recommend accommodations. Accommodations are not considered reasonable if it creates a fundamental alteration to a program or service, even if a testing or treating practitioner recommends it.
Documentation should include:
- The name, address, title and professional credentials of the person completing the evaluation (ex., licensed psychologist, medical doctor) and the area of specialization, on company or organization letterhead.
- Test, methods and/or criteria used, and when available, both the summary and specific test scores.
- The nature of functional limitations.
- The current impact of the impairment on your ability to participate in educational programs and services.
- Recommendation(s) regarding accommodation.
- Establish that the student is a person with a disability and reflect a student’s present level of functioning. See below for specific criteria dependent on condition.
- Provide current evidence that the condition significantly impacts one or more major life functions (see below for more information).
- Demonstrate a direct nexus between the nature of the condition, the requested accommodation, and need for equal access.
- Additional accommodations may be considered case-by-case, as information may be relevant during the student intake interview process.
Additional detailed documentation may substantiate the provision of requested accommodations.
OAS may request information, including but not limited to:
- One’s description of their needs.
- Educational records from high school (eligibility testing, IEPs or 504 Plans).
- Formal psychological or medical evaluations.
- Letters from past medical, educational, or other service providers.
- Records of past accommodations and services from another college, high stakes testing organization, or local or state agency.
Documentation must be relevant to the requested accommodation(s). All documentation submitted to the Office of Accessibility Services is kept strictly confidential.
Confidential files are kept on all students who self-disclose disabilities at VPCC. Each file includes, but is not limited to demographic information, appropriate documentation of disability, releases of information, a record of contacts, and a record of services provided.
To determine the most appropriate accommodation for each student, the following types of documentation must be provided.
Learning Disabilities
A current psychological or psycho-educational evaluation performed by a licensed professional must be provided.
Attention Deficit/Hyperactivity Disorder
Current documentation from a medical doctor or a psycho-educational report documenting the disorder must be supplied.
Psychiatric Disorders
Current documentation must be filled out by a psychiatrist, licensed psychologist, licensed social worker, or licensed professional counselor. The form must verify the student’s need for academic accommodations.
Visual Impairments
A current letter or examination report from a medical doctor, optometrist, or ophthalmologist documenting the degree of hearing loss.
Hearing Impairment
A current letter or audiological report from an audiologist or speech and hearing center documenting the degree of hearing loss.
Speech/Language Impaired
A report from a speech/language pathologist or high school records documenting the disability. Mobility Impairment – Verification of the disability from a qualified health professional.
Traumatic Brain Injury (TBI)
A current neuropsychological, psychological, or psycho-educational report which documents the effects of the ABI on cognitive functioning.
Other Health Impaired
A current letter or report from a medical doctor documenting the disability and a description of how it may impact the student’s academic abilities.
ADA Major Life Activities
Documentation must provide evidence of a disability that substantially limits one or more major life activities. The ADA Amendments Act of 2008 (ADAAA) defines “major life activities” and includes “major bodily functions.”
Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, communicating, breathing, learning activities, and working.
Major bodily functions include, but are not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
Possible learning activities affected by disability may include but are not limited to:
- reading
- writing (composition/spelling)
- math (quantitative reasoning)
- processing speed
- managing distractions
- listening
- concentration
- memory, planning/organization
- time management
- attending class regularly
- timely submissions of assignment